Law firms as learning environments

are Higher Apprenticeships in law an emerging face of clinical legal education in England?

Abstract

This article explores the impact of Higher Apprenticeships in Law in England on clinical legal education and the evolving pedagogy of using the legal workplace as a site of learning. While existing literature has addressed elements of work-based legal learning and clinical pedagogy separately, there remains a significant gap in understanding how the apprenticeship model interacts with – and potentially reshapes – clinical legal education frameworks. Drawing on the author’s extensive and long-standing experience within the Northumbria University Student Law Office, one of the UK’s leading law clinics, this article offers a practitioner-informed perspective on how Higher Apprenticeships are influencing the design, delivery, and pedagogical assumptions of legal education. It sheds new light on the challenges and opportunities of integrating structured workplace learning into academic clinical environments, offering original insights into how these dual systems can be aligned to better support student development and ethical practice. In doing so, this article makes an original contribution by bridging the theory-practice divide and identifying practical strategies for enhancing clinical pedagogy in the context of legal apprenticeships.

The article argues that the NU Solicitor Apprenticeship presents a unique opportunity to innovate clinical legal education by integrating work-based learning with established clinical methodologies. It demonstrates how the apprenticeship model can deliver the same pedagogical benefits as traditional clinics, such as ethical awareness, research, teamwork and independent learning, while also deepening engagement with the legal profession. This integration has the potential to enrich both clinical programmes and professional relationships, positioning legal clinicians to lead in shaping the future of legal education.